Parastoo Ahmad hidari; sayed Jamal barkhoda; khalil Zandi
Abstract
The present study aimed to identify the motivations and barriers women face in pursuing school management positions and to determine strategies that could facilitate this pathway. This research employed a qualitative approach with classical grounded theory as its methodology. The field of study focused ...
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The present study aimed to identify the motivations and barriers women face in pursuing school management positions and to determine strategies that could facilitate this pathway. This research employed a qualitative approach with classical grounded theory as its methodology. The field of study focused on female teachers who were candidates for managerial positions in Kurdistan province's school. Using purposive sampling and based on the theoretical saturation principle, 18 participants were selected for the study. Data were collected through semi-structured interviews and analyzed via open coding and categorization. Research validity was ensured by adhering to the four criteria: Credibility, Dependability, Confirmability and Transformability. The findings revealed 241 open codes and 18 sub-concepts, which were categorized under three main themes: motivations, challenges, and strategies. The motivations included constructive innovation and transformation, personal growth and development, women's managerial competence, effective communication and collaboration, nurturing and developing students, and organizational justice and equality. The challenges highlighted societal stereotypes regarding women's management, lack of legal frameworks supporting women in management roles, role overload, women's resilience issues in managerial positions, unfair appointment practices, and lack of support from higher-level organizations. Finally, the strategies encompassed societal cultural development regarding women's managerial capabilities, provision of welfare facilities, merit-based appointments within a transparent process, and fostering a culture of gender equality.
monire salehi; fatemeh sahraei sarmazdeh
Abstract
The aim of the present study was to investigate the causal relationship between teacher motivation and self-efficacy with new teachers' professional commitment through a causal model based on Bandura’s cognitive-social theory and self-determination theory. Quantitative research method is descriptive ...
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The aim of the present study was to investigate the causal relationship between teacher motivation and self-efficacy with new teachers' professional commitment through a causal model based on Bandura’s cognitive-social theory and self-determination theory. Quantitative research method is descriptive and structural equations. The newly-employed teachers of Khorasan Razavi starting to work in 1995, 1996 and 1997, constitute the statistical population of the research. In order to test the model, a sample of 347 subjects was selected from 3339 newly-employed teachers in Khorasan Razavi. Questionnaires of teacher motivation, teacher self-efficacy and teacher professional commitment were developed and validated by the researcher. Pearson correlation coefficient, confirmatory and exploratory factor analysis, t-test and structural equation model were used to analyze the data. The results of Pearson correlation showed that teacher motivation, teacher self-efficacy and teacher professional commitment were correlated with each other (p < 0.05). By implementing the structural equation model to test the relationship between teacher motivation and teacher self-efficacy and professional commitment, it was found that the proposed model has a good fit and professional commitment is well predicted and explained through teacher self-efficacy and teacher motivation as: NNFI = 0.93, RSMEA = 0.09.
hajar bahmaninejad; sakineh jafari
Abstract
The purpose of the present study is to examine the mediating role of master - student interaction and motivation in the relation of classroom climate with students’ academic achievement at the Semnan University. Regarding the purpose, the research methodology is practical and according to the method ...
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The purpose of the present study is to examine the mediating role of master - student interaction and motivation in the relation of classroom climate with students’ academic achievement at the Semnan University. Regarding the purpose, the research methodology is practical and according to the method of data collection, it is considered as descriptive-correlation. The statistical community of the study consisted of all B.A and M.A, students of the Semnan University that 200 persons were selected by using cluster sampling method as the sample of the study (135 B.A students and 65 M.A students). All of them completed the scales of classroom climate, master - student interaction, motivation and students’ academic achievement. The validity and reliability of the scales were assessed with The Cronbach's alpha. The findings showed that there is a significant positive relationship between the students’ academic achievement with classroom climate, master - student interaction and motivation. The classroom climate has a direct and significant effect on students’ academic achievement; also classroom climate has an indirect and significant effect on students’ academic achievement with the mediation of master - student interaction. Classroom climate influences an indirect and significant effect with the mediation of motivation on students’ academic achievement. The findings of this present show the importance of paying attention to classroom openness climate, master - student interaction and motivation on Increasing students’ academic achievement.
